University-Affiliated Schools as Sites for Research Learning in Pre-Service Teacher Education

Autor/inn/en	Henning, Elizabeth; Petker, Gadija; Petersen, Nadine
Titel	University-Affiliated Schools as Sites for Research Learning in Pre-Service Teacher Education
Quelle	In: South African Journal of Education, 35 (2015) 1, Artikel 1006 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Professional Development Schools; Preservice Teacher Education; Partnerships in Education; College School Cooperation; Student Research; Questionnaires; Teacher Educators; Experienced Teachers; Teacher Surveys; Teacher Attitudes; Research Needs; Educational Research; Educational Practices; Learning Experience; Research Skills; Transformative Learning; Reflection; Foreign Countries; South Africa; Finland + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Studentenforschung; Fragebogen; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Forschungsbedarf; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Lernerfahrung; Forschungsleistung; Pädagogische Transformation; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Finnland
Abstract	This article proposes that the "teaching/practice schools" formally affiliated to initial teacher education programmes at universities, can be utilised more optimally as research sites by student teachers. The argument is put forward with reference to the role that such schools have played historically in teacher education in the United States (US), and more recently, in the successful Finnish teacher education system, in which research is highly valued as a requisite part of a teaching qualification. The authors propose that the single component of these schools, which has historically distinguished them from schools for work integrated learning (WIL), is that they are also research spaces and have retained some of the "lab" character of earlier schools, such as the one established by John Dewey. In such schools, the authors argue, students learn to be reflective practitioners by positioning themselves as researchers, who reflect on practice in a research-rich environment. In a pilot study, the authors found that university and school personnel hold different views about research in the schools. The article recommends that careful consideration be given to the research function in these public schools as part of teacher training. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01